Determinating the STEM Education Compentencies of Pre-Service Teachers

Abstract

The future workforce requires individuals with academic knowledge and 21st-century skills like problem- solving, critical thinking, creativity, collaboration, and analytics. STEM education aims to provide both, focusing on developing well-rounded individuals. Effective implementation depends on teachers' competencies in STEM instruction. This study investigates the STEM teaching competencies of final-year pre-service teachers. Using a case study design, it explores their experiences, perceptions, and readiness for STEM education. The research involved 45 Science Education and Classroom Teaching students from 21 universities in Turkey, utilizing the STEM Teaching Competencies Interview Form for data collection. Three independent researchers analyzed the data, identifying relevant categories and themes. Results show that pre-service teachers’ STEM experiences are largely theoretical and limited. They need better understanding and implementation skills for STEM education and improved perceptions of STEM learning environments. Despite their desire to apply STEM approaches in their future classrooms, they require practical training and resources like STEM lesson plans. The study concludes that pre-service teachers' experiences and perceptions of STEM education significantly influence their readiness to implement it, highlighting the need for enhanced, practice-oriented training to prepare them effectively for STEM teaching.